Middle Years Science: A Contextual Approach Student Workbook i © Pearson … · 2009. 2. 25. · in science teaching methodology at Griffith University and Queensland University

Middle Years Science: A Contextual Approach Student Workbook © Pearson Education Australia Pty Ltd 2008

i

Middle Years Science: A Contextual Approach Student Workbook © Pearson Australia Pty Ltd 2008

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Contents

Introduction v

Chapter 1: Introducing science

Worksheet 1.1 What is science? 1

Worksheet 1.2 Galileo Galilei 4

Worksheet 1.3 How observant are you? 6

Worksheet 1.4 Quantitatively speaking 8

Worksheet 1.5 What happened here? 11

Worksheet 1.6 Fair testing 13

Worksheet 1.7 Professor Fred Hollows 16

Worksheet 1.8 Key terms 18

Chapter 2: Staying alive Worksheet 2.1 Thinking about staying

alive 19

Worksheet 2.2 You can’t catch me! 21

Worksheet 2.3 Catching my food 24

Worksheet 2.4 How does this help? 26

Worksheet 2.5 Predators of the ocean 28

Worksheet 2.6 Food chains of the ocean 30

Worksheet 2.7 Insects—a very important group of animals

32


Chapter 3: Changing materials Worksheet 3.1 What do I know about

changes? 36

Worksheet 3.2 Dissolving 37

Worksheet 3.3 Chemical change 40

Worksheet 3.4 Chemical or physical change? 43

Worksheet 3.5 Traditional ways of changing materials 45

Worksheet 3.6 Stone to iron 47

Worksheet 3.7 Rusting 49

Worksheet 3.8 After-school snack 51


Chapter 4: Big changes Worksheet 4.1 Thinking about a

changing world 56

Worksheet 4.2 It’s light-years away 58

Worksheet 4.3 Gravity at work 60

Worksheet 4.4 Nature’s strength 62

Worksheet 4.5 Create the change 64

Worksheet 4.6 Modern fossils 66

Worksheet 4.7 Queensland’s past 69


Chapter 5: Safety first Worksheet 5.1 Thinking about safety 72

Worksheet 5.2 Sir Isaac Newton 74

Worksheet 5.3 What force! 76

Worksheet 5.4 Safety gear 79

Worksheet 5.5 Inertia 82

Worksheet 5.6 Sports medicine 85


Worksheet 5.8 What I know about forces 89

Chapter 6: Tomorrow’s weather Worksheet 6.1 Thinking about weather 90

Worksheet 6.2 What do I know about weather? 92

Worksheet 6.3 How do I feel? 93

Worksheet 6.4 Hottest and coldest 96

Worksheet 6.5 Rain makers 98

Worksheet 6.6 Weather maps 100

Worksheet 6.7 Meteorologists 103

Worksheet 6.8 Traditional weather forecasting 104

Worksheet 6.9 Greenhouses 106


Worksheet 6.11 Reflection 110


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Contents continued

Chapter 7: Use it again Worksheet 7.1 Waste audit 111

Worksheet 7.2 Biodegradable? 113

Worksheet 7.3 Plastic—where is it from? 116

Worksheet 7.4 Plastics are not all the same 118

Worksheet 7.5 Why the packaging? 121

Worksheet 7.6 Recycling success 123


Chapter 8: Water

Worksheet 8.1 Using water 126

Worksheet 8.2 Measuring evaporation 127

Worksheet 8.3 Clean water? 133

Worksheet 8.4 Alternative water sources 135

Worksheet 8.5 Used water 139

Worksheet 8.6 What do people think? 141

Worksheet 8.7 Not down the drain! 144


Chapter 9: Energy converters Worksheet 9.1 Thinking about energy 147

Worksheet 9.2 It has potential! 150

Worksheet 9.3 The energy we use 154

Worksheet 9.4 Today’s energy 156

Worksheet 9.5 Hot water from the Sun 158

Worksheet 9.6 It’s changed! 161

Worksheet 9.7 Which is best? 164

Worksheet 9.8 The Snowy Mountains Scheme 167


Chapter 10: Under the skin Worksheet 10.1 Thinking about living

things 170

Worksheet 10.2 Breathe like this! 171

Worksheet 10.3 Cells and structure 174

Worksheet 10.4 Stem cells 177

Worksheet 10.5 Sorting for a reason 179

Worksheet 10.6 Kingdom Monera 182



v

Introduction

Introduction Heinemann Middle Years Science: A Contextual Approach Student Workbook contains

worksheets that support and enhance the Heinemann Middle Years Science: A Contextual

Approach Textbook.

The worksheets include stand-alone activities suitable for homework, extension and

revision, and those that support activities such as Thinking about, Science@work and

Science in action from the textbook.

Icons within the textbook indicate where and when a worksheet should be

undertaken. These can be done in class or at home.

The workbook includes a copy of eLearning.

This interactive CD is integrated with the textbook and workbook and includes:

• interactive tutorials and animations • games that assist learning • worksheets repeated in Word format • useful weblinks • interactive glossary.


vi

Introduction continued

Middle Years Science Companion Website

The Companion Website contains all the advice and support needed to readily and

effectively implement a middle years science course. It includes:

• syllabus correlation grid • a work program that ensures syllabus coverage and shows how to integrate all

components of this package • assessment advice and assessment tasks • practical safety notes and advice • answers to chapter questions • answers to all worksheets • chapter tests. The Middle Years Science: A Contextual Approach package Don’t forget the other Middle Years Science: A Contextual Approach components that will

help engage and excite students in science:

Middle Years Science: A Contextual Approach Textbook Middle Years Science: A Contextual Approach eLearning Student CD Middle Years Science: A Contextual Approach Companion Website

For further information, go to www.pearsoned.com.au

About the author Maggie Spenceley has over 30 years’ experience as an educator, having taught in schools in New

South Wales, Queensland, New Zealand and Papua New Guinea. In addition, she has taught courses

in science teaching methodology at Griffith University and Queensland University of Technology.

Maggie was involved in the development of the Years 1 to 10 science syllabus with the Queensland

School Curriculum Council.


1

Worksheet 1.1

What is science? 1. When I hear the word science…

2. My partner had these interesting ideas:

3. Dictionary definition of science:

4. Comparison of my definition and the dictionary definition:


2

Worksheet 1.1 continued

5. My ideas of what scientists do: 6. My ideas of where scientists work:

7. An interesting idea from my partner:

8. Interesting ideas from the rest of the class:


3


9. What do these scientists study?

10. What does a herpetologist study? __________________________________________

11. To which group of scientists above would a herpetologist belong?_________________

12. What does an ecologist study? ____________________________________________

13. Which sciences mentioned above would an ecologist need to know something about?

Chemist

Zoologist Botonist

Pathologist Physicist


4

Worksheet 1.2

Galileo Galilei 1. How many years is it since Galileo was born?

2. Do you think there are people alive today who will be remembered that many years

into the future? Why do you think so?

3. What instrument did Galileo use to observe the night sky? ______________________

4. Can you remember first seeing something that took your breath away? How do you

think Galileo might have described his experience of seeing the mountains and

shadows on the Moon for the first time? Either describe your own breathtaking

experience or put yourself in Galileo’s shoes and write a description of the Moon.


5


5. Why was Galileo put under house arrest?

6. In what ways was Galileo’s description of the relationship between the Earth and the

Sun different from the view commonly held at the time he was alive?

7. Try drawing a picture to show the difference between the two ideas.


6

Worksheet 1.3

How observant are you? Face of 10c coin Tail of 10c coin

1. How close were you in judging the size of the coin? Circle the appropriate answer.

much smaller a little smaller same a little bigger much bigger

2. Did you have the correct information and pictures on the coin? Describe the differences between your drawing and the real thing.

3. Why do you think there were differences between what you drew and the real thing?

4. Can you spot the ten differences between these two drawings?


7

Hearing

Taste

Touch

Smell


5. These examples have used our sense of sight to make the observations.

For each of the other senses, list the sorts of observations you make about your world.

6. For each sense, write one or two sentences explaining why it is important to you.

Hearing ___________________________________________________________________

Taste _____________________________________________________________________

Touch ____________________________________________________________________

Smell ____________________________________________________________________


8

Worksheet 1.4

Quantitatively speaking Part A

Table 1.1

The measurements you have made are separate from each other. This sort of measurement is

displayed in a bar graph.

The things you have to remember when creating a bar graph are shown in Figure 1.1.

Figure 1.1 How to create a bar graph.

Body part Length (cm)

Middle finger

Hand

Lower arm from elbow to wrist

Lower leg from knee to floor

Circumference of head

Total height

Foot (from heel to big toe)

The table needs an identification number.

The columns need a heading.

The unit of measurement appears in the column heading.

Make sure that the unit used is the same for all measurements.


9


1. Now create your own graph from the information in Table 1.1.

Part B

Table 1.2

The measurements you have made here are linked to each other. The temperature of the

water after a few minutes of cooling depends on the starting temperature. When there is a

link of this nature between the measurements, we draw a line graph.

Time (minutes) Temperature (°C)

0

3

6

9

12

15


10


Most of the rules for drawing a line graph are the same as for drawing a bar graph.

2. Which axis will the time go on? ___________________________________________

3. Which axis will the temperature go on? _____________________________________

Creating the graph line The temperature at a particular time is represented by a dot. The dot is placed vertically above

the time the temperature was recorded and on the horizontal line extended from the temperature.

4. Join the dots using a ruler.

Look at the following example.

Sample table

5. Draw a graph by using the temperatures that you measured.

Time (h) Temperature (°C)

0 5

2 7

4 12

6 20


161

Worksheet 9.6

It’s changed! The energy we use has been converted from one form into another. On page 161 of your

textbook, a flow diagram showed that the electrical energy coming into a light bulb was

changed into two other forms of energy—light and heat.

light

Electrical energy

heat

On pages 165–167, there is information about four different ways of producing electricity—

photovoltaic cells, wind power, hydroelectricity and biomass.

1. For each of these, draw a flow diagram that identifies the changes that take place as

the original source of energy is converted to electricity.

Photovoltaic cells

Wind power

Hydroelectricity

Electrical energy

Electrical energy

Electrical energy


162


Biomass

In all of these energy conversions, the intended end product was electrical energy. However,

we saw that with the energy conversions in the light bulb (page 161) and for the train (page

162) some of the energy was converted to other forms of energy such as heat and sound.

The heat and sound energy in these instances are wasted forms of energy because they are

not useful and we cannot capture them and use them in any way.

2. What wasted forms of energy do you think would occur as:

a. electrical energy is produced by photovoltaic cells?

b. wind power is converted to electrical energy?

c. hydroelectricity is produced?

d. biomass is burnt to produce electricity?

Explain your reasoning in each case.

Electrical energy


163


3. Which method of producing electrical energy do you think is most efficient? Give

reasons for your answer.


177

Worksheet 10.4

Stem cells 1. What were scientists doing when they discovered stem cells?

2. What are stem cells?

3. How long ago was it that human embryonic stem cells were first discovered?

4. Why do scientists think that embryonic stem cells are more useful than adult

stem cells?

5. Why do some groups of people want to stop all research using embryonic stem cells?

6. Why do some scientists think that this research is very important and should continue?


178

Reasons I would support stem cell

research

Adult:

Embryonic:

Reasons I would oppose stem cell

research

Adult:

Embryonic:


Research

7. Christopher Reeve was an actor famous for playing Superman. Find out why he was a

supporter of stem cell research.

Challenge

8. Record some of your ideas here.

Documents

Middle Years Science: A Contextual Approach Student Workbook i © Pearson … · 2009. 2. 25. · in science teaching methodology at Griffith University and Queensland University